Just two days left!
Have a look at the APUSH Course and Exam Description, and leaf through the theme pages. This begins on page 10 of the PDF. As you're doing so, periodically pick one of the themes and see if you can think of examples throughout the time periods that we have studied. Make sure to consider a healthy mix - don't pick examples from early periods for the early themes and late periods for the end of the list. Mix them up.
Look back at the focus lists that you made for each of the units throughout the last three weeks. Review each of them in detail, and create mnemonic devices for chains of events, patterns, and things of that nature that you are afraid that you won't be able to remember.
Practice outlining a DBQ. There is an example DBQ in the back of the AMSCO book that we used for our discussion/debate on 5/3 (regarding the Progressive Era). Take a look at it, and write out a full thesis statement in response, and write down some notes of how you would use the documents. You can write out the whole essay if you would like (it should take no more than an hour), but at the very least outline all of your points.
Time to practice your LEQ skills for the next couple of days. Do not be afraid to also review content. Both are critical for obvious reasons!
Prompt: Explain the reasons why a new conservatism rose to prominence in the United States between 1960 and 1989.
Guide
Format for LEQ: CAUSATION Essays
READ THE PROMPT CAREFULLY!
Thesis. Your thesis should clearly identify at least TWO causes for the historical phenomenon in the prompt, and identify at least TWO effects if the prompt requests effects.
Body paragraphs. Each body paragraph should start with a topic sentence that is a supporting argument about a single cause or effected based on your thesis. Note which causes are short-term and which are long-term as you present them. Follow with evidence (facts, vocab terms). Make sure as you use each piece of evidence that it is clear how it supports the topic sentence. If necessary, use the words: “This evidence supports the argument that short-term cause/effect X contributed to/resulted from…”
Finally, do not forget to conclude. Attempt to rewrite and rephrase your thesis so that if the first attempt at the beginning of the essay doesn't cut it, you have a decent shot at it here.
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Time to practice your LEQ skills for the next couple of days. Do not be afraid to also review content. Both are critical for obvious reasons!
Prompt: Evaluate the extent to which the Civil War fostered change in the United States economy in the period from 1861 to 1900.
Guide
Format for LEQ: Change and Continuity Over Time Essays
READ THE PROMPT CAREFULLY!
Thesis. Your thesis should clearly identify changes (perhaps in a single sentence) and continuities (in another sentence). Make sure you note the time period (years) and setting somewhere in the first paragraph.
Body Paragraphs. Start with your topic sentence arguing a specific continuity or change. Next, explain what LED TO OR CAUSED the change or continuity. Then present EVIDENCE (facts, vocab words) to support your topic sentence.
Finally, do not forget to conclude. Restate and rephrase your thesis to ensure that you have the best possible chance of earning that point.
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Time to practice your LEQ skills for the next couple of days. Do not be afraid to also review content. Both are critical for obvious reasons!
Prompt: Choose TWO of the following and analyze their impact on colonial North American development between 1620 and 1776.
Guide
READ THE PROMPT CAREFULLY!
Thesis. Your thesis should clearly identify similarities versus differences, preferably in two separate sentences or two separate clauses within a sentence divided by a clear “however” or “but” etc. You should try for three similarities and three differences, preferably related. The differences ideally qualify the similarities.
Body Paragraphs. Each body paragraph should start by arguing a similarity qualified by a difference. Follow with an explanation of what LED TO/CAUSED the similarity or the difference. Finish with three or more supporting details (facts, vocab words) and explain how they support the topic.
Do not forget to conclude your essay. This is a good place to try to restate your thesis to ensure that you get the point in at least one of the two possible places.
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When done, check out the scoring notes and grade yourself.
Follow the pattern as before to quiz yourself on Unit 9. Use the required knowledge from the APUSH review page, the video playlist from the unit page, and all of your notes and other review activities. Make a focus document of information that you need to re-review when you're just a few days away.
If you are using my website for some serious cramming and review for AP Gov, do keep checking back every single day. There are new articles, new tools, and new primary sources all posted to each unit page each day (tonight I've added enough to get halfway through the major CED concepts for unit 2).
SoHI AP Gov: Join Mr. E for a review session on Sunday, May 5th at 2pm in the auditorium. APUSH review will be happening concurrently but you will have your own activities as well. Then, stay after 5 to continue our work. Be prepared to practice FRQs, review troubling concepts, and to crash course some of the vocab and major ideas.
Bring some money for food and maybe we'll order a few pizzas.
Looking forward to appearing on @TomRichey's live stream #APGOV review Sunday 8:00 PM EDT. APGOV teacher @psargent also to appear. pic.twitter.com/zcjhsiOsL7
— Peter Paccone (@PeterPaccone) May 1, 2019
